COVID-19 epidemic creates scenarios where students
and instructors, or resource, are not physically collocated in
a traditional classroom environment. Learning and
education activities are is relayed through technology,
remote access, discussion boards, video conferencing, and
may be online assessments.
The variability of engagement is a major concern as
remote learning may exacerbate social inequalities [1], [2]
Students from lower socioeconomic are less likely to have
online classes from their schools than their peers from
higher socioeconomic backgrounds (~32% compared to
~43% for primary, ~40% compared to ~58% for secondary)
[1]. Digital technology is not available to all students. In
addition, students may be deprived from access due to
financial or location limitation. Members with limited
access to digital technology or form lower-income families
are less likely to engage with remote learning [1][3]. More
generally, the scale and duration of school closures are
unprecedented, and the potential short- and longer-term
consequences for all students is a concern. The model of
remote education is predicted to stay beyond the virus era
[4].
School closures disadvantage children’s educational and
social development [5]. School narrows these gaps but the
gap widens over the long summer holiday [6]. There is a
danger that these school closures could reverse this
progress, with the median estimate indicating the gap could
widen by 36% [7]. The period between Key stage 2 (aged
7–8 years) and Key stage 4 (aged 15–16 years) is identified
as a crucial time to ensure that higher-attaining students
from lower socioeconomic backgrounds remain on the high
achievement trajectory [8].
The quality of the learning experience will have varied.
In a teacher survey on March 22, 2020, 6360 teachers
responded to indicate that for state primary schools; 51%
would be teaching using an online digital platform, with
49% using take-home physical worksheets or books. At
state secondary, this was 82% and 19% respectively [9].
Lack of access to computers, books, learning space or other
enriching opportunities create a home learning environment
that is less conducive to learning [10][11][12][13].
Governments have plans to provide laptop computers to
students from disadvantaged backgrounds
[14][15][16][17][18][19][20] A survey of 1784 children in
China after home confinement for a month found that
22·6% reported depressive symptoms [21], higher than
previously identified (17·2%) [22]. Up to 40% of children
receive special educational needs and disability support at
some point across the child life course [23]. Social
isolation, increased stress on parents and caregivers,
uncertain access to food and housing, loss of financial
income or support and worries about making ends meet
may carry higher risks for child abuse [24]. The lack of
outside contact with teachers, healthcare professionals and
social workers, raises the risk of missing opportunities to
identify early signs of the need for safeguarding
[25][26][27][28]
Frameworks for eLearning quality has been proposed
[29] including many assessment for online eLearning
[30][31][32][33][34][35][36]. However, none of them
produces a framework to analyze or assess the ad-hoc
learning. The adhoc remote learning produces am
environment with a unique opportunity to collect recording
of all courses, labs and learning pieces. These recordings
allow the implementation of a model and metrics to
measure the quality of the learning along with a set of tools
to automatically assess the Quality of the learning records.
Furthermore, to assess the quality of learning offered to
achieve the Intended Learning Outcomes (ILO).
This reset of this paper is structured as follows: Section
II demonstrate the proposed metrics to measure the quality
of o the online education. Section III shows the prototype
and the results. Section IV concludes this paper.
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